Crossing the Academia–Practice Divide in Interaction Design
The divide between academic research and professional practice in interaction design continues to challenge how methods, ethics, and innovation are understood and applied. This CHI 2026 meet-up creates a forum where academics, practitioners, and industry leaders can reflect together, share experiences, and explore collaborations. Structured activities will help participants map shared concerns (such as ethics in AI, sustainability, usability in context, and evolving educational practices) while also strengthening cross-sector connections and identifying opportunities for action. The aim is to cultivate a practice-aware, inclusive community that ensures HCI research remains connected, relevant, and impactful. The meet-up capitalizes on the conversations and relationships sparked at ARPPID 2025 (Academic Research and Professional Practice in Interaction Design), a working conference that brought these issues to the fore, extending them into the CHI community and charting directions for future collaboration.
Authors
- Elizabeth F. Churchill (ORCID: https://orcid.org/0009-0009-7452-8805)
- Torkil Clemmensen (ORCID: https://orcid.org/0000-0002-0934-2336)
- José Abdelnour-Nocera (ORCID: https://orcid.org/0000-0001-7935-7368)
- Marta Lárusdóttir (ORCID: https://orcid.org/0000-0003-0256-5710)
- Aletta Smits
- Teresa Macchia
- Tony Russell-Rose
- Marta Rey (ORCID: https://orcid.org/0009-0000-2877-7047)
Institutions
- Reykjavík University (IS)
- St George's, University of London (GB)
- University of West London (GB)
- Copenhagen Business School (DK)
- Hanze University of Applied Sciences (NL)
- Ansys (United States) (US)
- University of Michigan (US)
- University of Surrey (GB)
- Mohamed bin Zayed University of Artificial Intelligence (AE)
- Rolls-Royce (United States) (US)
- Zillow Group (United States) (US)
- Rolls-Royce (United Kingdom) (GB)
Publication Details
- Published
- 2026-04-13
- DOI
- https://doi.org/10.1145/3772363.3778879
- Primary Topic
- Innovative Education and Learning Practices
- Type
- article
- Field-Weighted Citation Impact
- 0.00